A avaliação institucional participativa instrumento estratégico de gestão: impactos e possibilidades de reflexão sobre a prática escolar

Abstract

This work is about the interlocution institutional evaluation and school management in procedural perspective of quality of basic education, with emphasis on participatory and democratic evaluation, as a collective articulation of the possibility of human actions and relationships. The overall objective is to analyze and understand the participatory Institutional Assessment as a strategic instrument for school management considering the impacts and opportunities for reflection on teaching practice, to improve basic education, through democratic principles. The methodology is descriptive qualitative, and as a tool for field research, data collection, observation, and questionnaire. Field observation consists of a local public school, not Touch Me, Rio Grande do Sul (RS). The analysis, interpretation and information, was marked from the discussion and triangulation of data obtained in the study. The theoretical framework was based on the perspective of authors who addres stopics such as: Institutional Assessment; and democratic school management; participatory assessment and educational quality. Stands out: Belloni, Belloni (2003); Fernandes (2002); Lück (2012); Libâneo (2004); Days Nephew (1995), among others. We conclude that in the process of Institutional Assessment, evaluation and participatory collaboration enables transformation of the practice and impact on the results of school management. Since the Institutional Assessment, when planned and coordinated with the educational, financial and administrative resources is a powerful strategic management tool promoting principles for building democratic management and quality of basic education.